Moss E, Rousseau D, Parent S, St-Laurent D, Saintonge J
Department of Psychology, University of Quebec, Montreal, Canada.
Child Dev. 1998 Oct;69(5):1390-405.
The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.
对于一个由121名法裔加拿大学龄儿童组成的样本，研究了依恋、母亲报告的压力以及母婴互动对教师报告的行为问题预测的贡献。依恋分类是根据孩子5至7岁时与母亲团聚时的行为来确定的。母亲报告的压力和母婴互动模式是在进行依恋测量时同时评估的，而行为问题则在5至7岁和7至9岁时进行评估。依恋安全性显著预测了学龄期行为问题的可能性：在两个年龄段中，控制型/其他孩子出现外化和内化问题的风险最高。年龄较小的矛盾型孩子出现了外化问题的临床临界水平，而年龄较大的回避型男孩内化得分较高。母亲报告的压力和母婴互动模式在不同依恋组之间存在差异，并有助于预测学龄期行为问题，部分中介了依恋与适应之间的关系。研究结果支持了依恋在解释学龄期适应中的重要性以及该年龄段儿童依恋编码的有效性。
